Investigação como construção coletiva: análises de interações discursivas em aulas de ciências no 8° ano do ensino fundamental

Abstract

In this paper we analyze discursive interactions between a Science teacher and 8th graders. The research was developed using principles and tools of Ethnography in Education. We collected data through participant observation and audio/video records. We selected events from a sequence of lessons guided by inquiry Science-Teaching approach. The results indicate that the communicative demands of the teacher stimulated the students' engagement in practices from the social domain of science: i) agreements and disagreements should be considered and justified; ii) engaging the group would be a necessary element for the inquiry; iii) disagreeing with the other also means being open to understanding the other’s reasoning; and iv) the answers are constructed through argumentation, considering peer review. These demands indicated how science classroom inquiry was meant by the teacher as a collective construction of the group.